Page 278 - EL Grade 5 Teacher Guide

Stories of Human Rights
Agenda
1. Opening
A. Reviewing Learning Targets (5 minutes)
B. Engaging the Reader: “Las Papas” of Esperanza Rising (20 minutes)
2. Work Time
A. Making Connections between the UDHR and “Las Papas” (10 minutes) B. Interpreting Metaphors in “Las Papas” (20 minutes)
3. Closing and Assessment
A. Whole Group Share (5 minutes)
4. Homework
A. Complete Esperanza Rising: Questions about “Las Papas” in your Unit 2 Homework.
B. Accountable Research Reading. Select a prompt and respond in the front of your inde- pendent reading journal.
Teaching Notes
Purpose of lesson and alignment to standards:
254
■
■
■
■
■
■
■
This lesson follows a similar arc to Lesson 2. Students read the next chapter of Esperanza Rising, “Las Papas,” and they analyze how the chapter ts into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights (RI.5.1).
Students then interpret metaphors about Abuelita’s blanket across the novel in expert triads (RL.5.1, L.5.5a). They use their interpretation of the metaphors to identify themes (RL.5.2).
Although the lesson is written for “Las Papas” to be a teacher read-aloud, this can be organ- ized in di erent ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect as volunteers share out personal re ections on what happened in Esperanza Rising.
Students practice their uency in this lesson by following along and reading silently in their heads as the teacher reads aloud “Las Papas” during Opening B.
The research reading that students complete for homework will help build both their vocab- ulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
_ELED.TG.05.01.indb 254
12/4/18 11:49 PM
Unit 2: Lesson 4